Publication Type

Journal Article

Version

publishedVersion

Publication Date

12-2018

Abstract

Affect is prevalent in learning and it influences students’ learning achievement. This paper details the design and evaluation of an Affective Tutoring System (ATS) that tutors student in computer programming. Although most ATSs are purpose built for a specific domain, making adaptation to another domain difficult, this ATS is architected for adaptability and extensibility. This study also addresses a lack of research exploring the theories and methods of integrating affect and learning within the learning process by proposing methods of regulating the negative affect of students. Both quantitative and qualitative techniques were used for evaluation of the effectiveness of the ATS and its usability and acceptance by student participants. The results revealed that the full affective version of the ATS results in more effective tutoring as compared to the version with the affective function disabled and the students are positive on their learning experience with the ATS with the fill in the gap exercises and hints being most highly rated.

Keywords

Affect, Architecture, Learning, Programming, Tutoring

Discipline

Educational Methods | Programming Languages and Compilers

Research Areas

Information Systems and Management

Publication

International Journal of Educational Technology in Higher Education

Volume

15

Issue

1

First Page

1

Last Page

18

Identifier

10.1186/s41239-018-0121-2

Publisher

SpringerOpen

Copyright Owner and License

Authors-CC-BY

Additional URL

https://doi.org/10.1186/s41239-018-0121-2

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